TCC - Licenciatura em Química (Sede)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/472
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Resultados da Pesquisa
Item Utilização de aplicativos de realidade aumentada para a construção do conhecimento químico(2024-03-08) Melo, Katiuska Genuino de Araújo; Leite, Bruno Silva; http://lattes.cnpq.br/4932752031807872; http://lattes.cnpq.br/6359559341539892Digital Information and Communication Technologies (DIT) stand out in the area of Education, contributing to different pedagogical practices, configuring themselves as a viable alternative for teaching and learning processes. Among the various TDIC, Augmented Reality (AR) has stood out in recent years as a promising Digital Teaching Resource. AR is a resource that can be used in chemistry classes, as it is an integration of virtual elements with the real world, becoming a promising resource for the three-dimensional exemplification of complex molecules and atoms, in addition to a variety of possibilities for teaching Chemistry content. The present research aims to develop and use strategies for implementing AR applications in Chemistry Teaching. To this end, qualitative participant research was carried out with first-year high school students to address the subjects: Atomic Models, Periodic Table and Chemical Bonds, developed in four methodological stages. Initially, we sought to analyze the limits and possibilities regarding the use of the Augmented Reality Digital Didactic Resource (RDD) in Chemistry Teaching and then propose teaching strategies based on Active Technological Learning (ATA) which seeks to promote the construction of chemical knowledge through the application of emerging technologies, such as AR applications, as an effective teaching approach. The intervention carried out with the students was also analyzed in order to describe the possible advantages and disadvantages of its use. The results show that the use of AR technology has the capacity to provide a 3D and dynamic view of what students and teachers previously only observed in 2D statically in books and pictures, and can contribute to substantial, differentiated and dynamic learning, awakening the imagination and students' interest when it starts to be used as a digital teaching resource, associated with mobile learning through Active Methodologies.Item Mandacaru radioativa: uma proposta de gamificação no Google Forms para o ensino de Química(2022-10-10) Silva, Alane Conceição Leite e; Leite, Bruno Silva; http://lattes.cnpq.br/4932752031807872; http://lattes.cnpq.br/2965802485781762The teaching of Chemistry is sometimes seen as very complex by students. Regarding the teaching of Radioactivity, there is an even greater deficit, since it is a content that is usually present at the end of the books, causing the unavailability to use the theme in the classroom. In this sense, using different methodologies so that the teaching and learning process is more effective can be an alternative. One of the alternatives can be gamification. Gamification fits as an active methodology and is used in the educational environment to promote greater motivation, participation and engagement in students. From this, the objective of this work was to build a gamified activity for the content of Radioactivity contextualized for High School. For this, qualitative research was carried out in four stages. In the first stage, a bibliographic review was carried out covering the main aspects about the work on gamification in the teaching of Chemistry. The second stage consisted in the construction of the Gamified Activity (GA) based on the literature review. In the third stage, the application of AG was carried out in high school classes. And, in the fourth stage, the analysis of students' perceptions about AG was carried out. Data collection was carried out through questionnaires, interviews and simple observations, and data analysis was performed based on Active Technological Learning (ATA), Revised Bloom's Taxonomy, and gamification assumptions. The results show that only eight articles discussed gamification in Chemistry teaching and that only one article involved the content of radioactivity and gamification. In addition, in the analysis of the articles, the main elements of the games used that contributed to the construction of the gamified proposal entitled “Mandacaru Radioativa” were observed. Regarding the results obtained through the application of the activity, it was identified that gamification can directly influence the effective learning of students, since it promoted greater participation, engagement and autonomy of the participants, being one of the main characteristics to be obtained through the ATA linked to gamification. With this, it is believed that this type of activity can be used not only in physical classrooms, but anywhere and at any time, requiring only internet access, which suggests its potential to contribute to an active teaching of students, expanding their perceptions about the teaching of Chemistry.Item Sequência didática para abordagem do conteúdo da radioatividade com base em um juri simulado(2021-03-03) Oliveira, Juliana Félix de; Simões Neto, José Euzébio; http://lattes.cnpq.br/3560726840212196; http://lattes.cnpq.br/4869917395565843This study analyzes the contributions of a didactic sequence based on Patro's model 5E in the construction of concepts about radioactivity content. For this, we used as strategies a simulated jury, a problem-situation and the construction and discussion of an infographic. The intervention material also included the exhibition and debate on a video about the accident with Cesium-137 in Goiânia, a questionnaire to survey previous conceptions and a guide for research and development of infographics, which aimed to expand discussions on the theme and contribute to the construction of concepts necessary for the resolution of the problem-situation and participation in the simulated jury. The research was carried out in a class of the 3rd year of high school, with about 20 participants. For data collection and construction, we used a questionnaire and audio recording, using a Smartphone. The results were grouped into categories for further analysis of the questionnaire responses to previous conceptions and the problem-situation. The survey of previous conceptions showed us that students identify the understanding about the existence of radioactivity and their participation in the society in which we live, even though students are unable to explain which chemical concepts are involved in their statements. The answers given by the students to the problem-situation have little to do with the scientific concepts about radioactivity, however, we observed in their responses a significant change in relation to the responses of the diagnostic evaluation, as they started to see radioactivity not only. The simulated jury was evaluated in the search to identify, in the students' speeches, the chemical concepts that involved the specific theme. The proposed didactic sequence seems to be a good alternative for building concepts that involve radioactivity, as it allows the development of scientific concepts and the construction of knowledge from an active perspective of students and considering benefits and problems associated with the use of radioactivity in society.Item Concepções de professores de Química do estado de Pernambuco sobre a autonomia e autodidatismo na educação básica(2021-12-23) Campos, Évany Kelly da Silva; Campos, Ângela Fernandes; Santos, Giselle Maria Nanes Correia dos; http://lattes.cnpq.br/0295353071625877; http://lattes.cnpq.br/9400764965904535; http://lattes.cnpq.br/0459756346294765De acuerdo con David Tavares, en el siglo XXI comenzó una evolución ontológica llamada ontogénesis, surgida debido a las nuevas tecnologías. Esta evolución, denominada homo cyberneticus, es de gran interés para la educación, y de ella surge el autodidacta. Para que surja la autoeducación es necesario que el alumno se convierta primero en un alumno autónomo, libre, proactivo, curioso, protagonista de sus conocimientos, etc. Se cree que para fomentar la autonomía, la escuela debe trabajar con metodologías activas, siendo ABRP una muy eficaz para ello. Este trabajo tiene como objetivo investigar aspectos de la autonomía autodidacta y estudiantil desde la perspectiva de los profesores de química del sistema escolar público en el Estado de Pernambuco. La investigación se realizó con un enfoque cualitativo, que consistió en la construcción y aplicación de un cuestionario, utilizando Google Forms (cuestionario online) como vehículo para construir las preguntas y recibir las respuestas. Los encuestados fueron cuatro profesores que enseñan clases de química en el sistema de escuelas públicas del Estado de Pernambuco. Como resultado, los docentes entrevistados conceptualizan y diferencian entre autonomía y autodidactismo; creen en la posibilidad de que los estudiantes de secundaria sean autónomos y autodidactas, incluso en el componente curricular de química; reconocen el uso de las denominadas metodologías activas como fomento de la autonomía y el autodidactismo y están de acuerdo en que ABRP es una estrategia interesante para este desarrollo.